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educ 105

The document discusses learner-centered education, emphasizing the importance of empowering students to take ownership of their learning through problem-solving and collaboration. It also explores metacognition, defining it as awareness of one's thought processes and detailing its components, including person, task, and strategy variables. Additionally, it provides teaching strategies to develop metacognitive skills in students, along with examples of questions for assessing children's metacognitive awareness.

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JEFFREY JONES JOSOL
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8 views4 pages

educ 105

The document discusses learner-centered education, emphasizing the importance of empowering students to take ownership of their learning through problem-solving and collaboration. It also explores metacognition, defining it as awareness of one's thought processes and detailing its components, including person, task, and strategy variables. Additionally, it provides teaching strategies to develop metacognitive skills in students, along with examples of questions for assessing children's metacognitive awareness.

Uploaded by

JEFFREY JONES JOSOL
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

PROVINCE OF BUKIDNON
Municipality of Don Carlos
DON CARLOS POLYTECHNIC COLLEGE
Purok 2, Poblacion Norte, Don Carlos, Bukidnon
Telephone Number: 088-226-2651

EDUC 105

FACILITATING LEARNER-CENTERED TEACHING


(BSED FIL 2B)

Learner-centered education empowers the students to take ownership of what


they learn by focusing on how the new knowledge solves a problem or adds
value. Instead of simply pouring information over the child’s mind, the
facilitator presents the student with an issue and guides the class as they
build a solution. Students “discover” the new information and come up with
solutions instead of passively waiting for the teacher’s answers. Current work
environments require collaborators willing to innovate and tackle roadblocks.
Thus, developing the skills of exploring problems and making decisions to
solve them is extremely valuable for quick-paced companies where solutions
are needed as soon as possible.

SUBMITTED TO: PERLITA SALAC QUERUELA PhD.

SUBMIITED BY: JEFFREYJONES M. JOSOL BSED FIL 2B


ABIGAIL JAYME BSED FIL 2B
HANA MAE C. EGOC BSED FIL 2B
RITCHEL H. GINARES BSED FIL 2B
ALLIZA MAE D. APOLO BSED FIL 2B
ROSE JEAN A. JIMENEZ BSED FIL 2B
Metacognition-is an awareness of one's thought processes and an
understanding of the patterns behind them. The term comes from the root word
meta, meaning "beyond", or "on top of". Metacognition can take many forms, such as
reflecting on one's ways of thinking and knowing when and how to use particular
strategies for problem-solving. There are generally two components of
metacognition: knowledge about cognition and regulation of cognition
The term metacognition literally means 'above cognition', and is used to indicate
cognition about cognition, or more informally, thinking about thinking. Flavell defined
metacognition as knowledge about cognition and control of cognition. For example, a
person is engaging in metacognition if they notice that they are having more trouble
learning A than B, or if it strikes them that they should double-check C before
accepting it as fact. J. H. Flavell (1976, p. 232). Andreas Demetriou's theory (one of
the neo-Piagetian theories of cognitive development) used the term hyper-cognition
to refer to self-monitoring, self-representation, and self-regulation processes, which
are regarded as integral components of the human mind.[7] Moreover, with his
colleagues, he showed that these processes participate in general intelligence,
together with processing efficiency and reasoning, which have traditionally been
considered to compose fluid intelligence.

Three Categories in Metacognitive knowledge:

Person Variables- Includes how one views himself as a learner and a thinker. It is a
knowledge on how a person can learn.
Task Variables- Knowledge of task variables include knowledge about nature of
task as well as the type of processing demands.
Strategy Variables- Knowledge of strategy variables includes awareness of the
strategy you are going to learn and evaluating.
Meta Attention - is awareness of specific strategies so that you can keep your
attention focused on the topic.
Meta memory- awareness of memory strategies that work best for you.

These three variables all interact as you learn and apply metacognition,
Omrod, includes the following in the practice of metacognition.
• Knowing the limits of one’s own learning and memory capacities.
• Knowing what learning tasks one can realistically accomplish within a
certain amount of time.
• Knowing which learning strategies are effective and which are not.
• Planning an approach to a learning task that is likely to be successful.
• Using effective learning strategies to process and learn new material
• Monitoring one’s own knowledge and comprehension
• Using effective strategies for retrieval of previously stored information.
• Knowledge is said to be to metacognition if it is keenly used in a
purposeful manner to ensure that a goal is a met.

Huitt believes that metacognition includes the ability to ask and answer the
following types of questions:
• What do I know this subject, topic, issue?
• Do I know what do I need to know?
• Do I know where I can go to get some information knowledge?
• How much time will need to learn this?
• What are some strategies and tactics that I can use to learn this?
• Did I understand what I just heard, read or saw?
• How will I know if I am learning at an appropriate rate?
• How can I spot an error if I make one?
• How should I revise my plan if it is not working to my expectations/
satisfaction?

METACOGNITION AND DEVELOPMENT


Researchers such as of Fang and Cox showed that metacognitive awareness was
evident on preschoolers and in students as young as eight years old. Children
already may have the capacity to be more aware and reflective of their own learning.
Below are some examples of

Teaching strategies to develop metacognition:


• Have students monitor their own learning and thinking.
• Have students learn study strategy.
• Have students make predictions about information to be presented next based on
what they have read.
• Have students develop questions, ask questions of themselves, about what's going
on around them.
• Help students to know when to ask for help.
• Show students how to transfer knowledge, attitude, values, skills to other situations
or tasks.

Meta-cognitive observation
Interview 3 different children one age 4-6,one age 7-9,one age 10 or older.
These will be semi-structed clinical interview, record the question you ask and the
children answers.you do not have to ask theMeta question s exactly as they are
posed below,but the questions should be very similar. Follow up with additional
questions when children seem like they have more they can tell you.remember to
record any follow up questions you ask.
For a kindergarten and first grade or older do the following:
Tell the child that you are going to say a list of 10 words,and you want the child to
remember the words and you'll ask the child to repeat the list in a little while.remind
the child to listen closely and then say the list slowly.
Ask the child the following series question:
-How many words do you think you will remember?
-what do you need to do to remember the words?
-Do you remember some specific examples of things you have learned in school ?
-How do you think you learn things best-by seeing it,by hearing it, or doing it?
-Do you do activities to help you learn things in school?
-Do you think they are help?

Tell the child you are also going to tell them a story and that you want them to listen
carefully and retell the story.

Ask the following series question


-Do you like to read why or why not?
-Do you think reading is important?
-What kind of things do you read at school?
-Has your teacher helped you learn ways to help you read better?

Ask the child to retell the story,reminding them they should retell it in the order you
told it.

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